Noor Zehan bt Mohd Ali Hemma a/p Rasasooria Juhari Sham bin Jusoh zehan@kpmbp.edu.my
INTRODUCTION English plays a crucial role in politics, social, and education. It has become a very important subject. The Malaysian government has implemented many programs in order to increase awareness on the importance of English such as teaching science and mathematics in English; making English a compulsory subject; the requirement of credit in English for their Sijil Pelajaran Malaysia in order to enter university.
Malaysian students have difficulty in learning English especially students who come from rural areas. Studies carried out by Nooreiney et al. cited in Marlyna, Tan Kim Hua and Khazriyati (2007) found that despite going through the same curriculum, the level of English proficiency in rural schools is much lower than the level in the urban schools. There are so many elements in English as writing, reading, listening, speaking and grammar. The most difficult part for the students is writing.
The most popular fact is that they have difficulties in subject verb agreement, spellings and tenses. They find it too hard to remember the rules as they do not use the language frequently.
Malay students who are used to their mother tongue (Malay language) tend to think and write using Malay language concept.
The subject verb agreement would be different for English compared to the Malay language. The vocabulary used also gives different meanings from the Malay words if they could translate directly from the Malay language. Therefore, it needs to be seen if modification of the input to suit to learners capability is crucial to the process of acquisition of the target language during the interaction (Lightbrown & Spada, 2001). There is an everlasting argument between the effectiveness of teaching English in an English-only classroom or teaching the target language with the use of the native language first before gradually teaching the classroom into an English-only classroom (Slavin & Cheung, 2005).
Schumann (1976) argues that learners will have a harder time learning the target language if they are only surrounded by people who speak the same native language and are from similar cultural background as they will use these similarities as a constant point of reference.
Pierce (1995) supports this theory and further develops it by stating that learners not only have to be motivated to speak the target language but they should also be encouraged to explore it outside the classroom to ensure that they are constantly aware of their use of the language. STATEMENT OF PROBLEM Lecturers found out that students in tertiary level do not meet the basic requirement in their English proficiency especially in writing skills. Students tend to direct translate from their mother tongue (Malay language) to English when they write because they write based on what they think in Malay language. Some of the students would translate each word by looking at the dictionary. Finally it will end up with a totally different meaning with major grammatical errors. Thus the researchers are interested to find out what are the influences that derive students to use their mother tongue or direct translation into their writing. RESEARCH OBJECTIVES a) To discover the influence that a tertiary students mother tongue has on their ability to write in English.
b) To determine the influence that a tertiary students background has on their English writing skills.
RESEARCH METHODOLOGY A total of 30 students from Kolej Profesional Mara was randomly selected using a set of questionnaire in Likert Scale.
Data collected from this research instrument were then computed for interpretation using Anova.
Besides to obtain first hand data from the students using questionnaire, the researchers were also concerned with whole rather than solely using statistical analysis, that was Anova thus the researchers also did some observations on their students writing. FINDINGS AND DISCUSSION There was no significant differences between genders with the preference towards English because the influence of mother tongue happened regardless their gender. English is the only second language and learned only in classroom. Thus, English communication and writing only used for academic purposes not in their daily usage.
With regards to the socio-demographic factor, there was significant difference between residency with students motivation and English spoken among neighbors and friends. Students who came from urban area such as Johor Bahru and Kuala Lumpur were likely to use English more compared to students who came from rural areas. The family income contributed into buying of English materials such as books, novels, newspaper, magazines and so forth. There was only significant 0.08 of family income contributed into English preference. Therefore, all parents regardless their income were motivated to encourage their children to read and get exposure into English.
Preference towards English subjects influenced their interest in writing and reading in English as there were significant difference in terms of enjoy writing in English and reading English materials.
Students enjoyed browsing English websites even they did not choose English as their favourite subject.
There were significant difference between speaking English at home with enjoy writing English and reading English materials. This is due to having sound knowledge of English would influence and motivate students to write and read in English.
While using tenses correctly did not show significant difference as even students have sound knowledge of English, they still have tenses problem in writing. Thus, we can conclude that even students who come from English spoken family, they still did not perform well in their writing.
When students are found to have never spoken English at home, they discovered that English is similar to Malay Language. Using the Malay-English dictionary, and the belief of grammar is confusing, therefore all these would influence their thought that English is similar to Malay Language. The data also showed significant difference of 0.042 when students could understand English but they could not write correctly because they used Malay English dictionary which led them to direct translation.
The residency influenced parents motivation on speaking English. Urban parents were more motivated to ask their children to speak English compared to those who lived in rural areas.
Parents occupation also showed significant value because all parents regardless their jobs, were motivated to push their children to learn and write in English. We can conclude that all parents were aware of using and writing English even they do not have chance to speak and write English with their children. CONCLUSION The performance of students at Kolej Profesional Mara was poor in terms of their writing when some interference of mother tongue and direct translation with grammatical problems arose in their writing.
Students realized the awareness towards English but most of the students who came from rural areas did not have chance to speak and write English correctly as they only learnt this subject at the college.
Parents also motivated their children to learn and write English, but the limitations they have had restricted these students to become proficient in English. This can be seen when students wrote wrong form of tenses and omission of grammar and vocabularies in answering the writing part in the questionnaire. Even not all the errors were due to mother tongue interference, but lack of vocabularies and direct translations have affected students writing skills. SUGGESTIONS OR RECOMMENDATIONS Remedial measures should be taken into consideration, especially students themselves have to realize that learning English involves continuous effort that not only in classroom, but it should be learnt at home too.
Parents should inculcate their children to learn English by providing English materials in whatever form, so reading habit can be instilled.
For teachers or lecturers, they should teach on how to read and write critically using proper teaching methods and suitable instructional materials. All these are not the big problems, because with the advent of borderless Information Technology, teachers or lecturers can make it meaningfully and effectively by assigning students to write and speak English via blog for instance. THANK YOU zehan@kpmbp.edu.my QUESTIONNAIRE